No abstract

The COVID-19 pandemic has had an impact on various fields in the world, without exception in the field of education. This situation causes the change in learning which is usually face-to-face in the classroom to be carried out at home, namely by online learning. During online learning, many students find it difficult to learn mathematics online. This study aims to determine the difficulties of teachers in online learning at SDN 32 Cakranegara in Mathematics. This study is a qualitative descriptive study, the population in this study were all grade III-VI teachers at SDN 32 Cakranegara, the sampling technique used cluster random sampling. The research sample selected was 4 class teachers. The data collection instruments used interview questionnaires, observation sheets, and documentation studies. Data analysis techniques consist of data reduction, data presentation, and Conclusion Drawing/Verification. The results showed that teachers experienced difficulties in online learning, namely: learning planning in the technique of determining learning methods, making learning media and determining 3 types of affective, cognitive and psychomotor assessments. Difficulties in implementing learning in preliminary activities are preparing students psychologically and physically and providing motivation, core activities are observing, asking questions, digging and collecting information and communicating and closing activities on feedback, follow-up and information on further activities. And the difficulty of providing an assessment in applying 3 types of affective assessment on observation, self-assessment, assessment between students and journals. Cognitive on written tests, oral tests and assignments and psychomotor on practice, projects, and portfolios during online learning in Mathematics.

This research aims to describe the educational values of karater contained in the traditional games of the sasak tribe in the village of babussalaam gerung west Lombok. The research approach used is qualitative research with ethnography methods. Data collection techniques use observation, interviews and documentation. Data analysis uses Milles and Huberman Model data analysis. The results showed that there are character education values in traditional engklek games, traditional congklak games, and traditional catfish starch games. In traditional games, the value of character education includes peace- love, faith and piety, love of the environment, love of the homeland, hard work, learners, creative, brave, discipline, cooperation, solidarity, honesty and deliberation. With the highest percentage of appearances, namely independent characters with a percentage of 100%, then religious characters with a percentage of 75% and continued with mutual aid characters with a percentage of 66%. In traditional games congklak integrated character education values include peace, faith and piety, love of the environment, love of the homeland, hard work, learners, creative, brave, discipline, cooperation, family, honesty and deliberation. With the highest percentage of appearances, namely independent characters with a percentage of 100%, then religious characters with a percentage of 75% and continued with mutual aid characters with a percentage of 66%. In traditional games pati lele integrated character education values include peace, faith and devotion, love of the environment, love of the homeland, hard work, learners, creative, discipline, cooperation, solidarity, honesty and deliberation. With the highest percentage of appearances, namely independent characters with a percentage of 80%, then religious characters with a percentage of 75% and continued with mutual aid characters with a percentage of 66%. The three games are very suitable for cultivating independent, religious and mutual cooperation characters in children.

This study aims to describe the difficulties experienced by teacher in Analysis of Teacher Difficulties in Preparing the Learning Equipments in SD Negeri 32 Cakranegara for the 2020/2021 Academic Year. The aims of this research are to describe the difficulties of teachers in learning plan and to describe the difficulties of teachers in learning implementing. The aims of this research also to describe the difficulties of teachers in learning evaluating at SD Negeri 32 Cakranegara for the 2020/2021 Academic Year. The type of this research is uses a qualitative descriptive approach. This research was conducted at SD Negeri 32 Cakranegara for the 2020/2021 academic year. The subjects in this research are teachers of the High Grade at SD Negeri 32 Cakranegara, which amounted 3 teachers, namely grade IV, V, and VI teachers. The method of taking research subjects was done by using purposive sampling. Data collection using the instruments of Observation, Documentation and Interview. The data analysis technique was carried out through three stages, namely: data reduction, data display, and conclusions drawing and verification. Testing the data validation is uses triangulation technique, namely method triangulation and source triangulation. The results of this research show that in the progreess of preparing the learning equipments, teachers still encountered some difficulties. These difficulties include at the learning plan stage, which lies in considering the understanding of students who will be taught using learning media. At the implementation stage of learning, several difficulties were found, including the level of validity of the worksheets made, the students' lack of focus in paying attention to the teacher's explanations, and the lack of time allocation. Furthermore, at the learning evaluation stage, some of the difficulties found include the level/ difficulties level of the questions to be made and amount of students, so that it's impossible for teachers to check one by one students using the attitude assessments.

In this era of modernization, the growth of reading and numeracy literacy is expected and required. Nevertheless, significant training is required to use pop-up box media to promote reading and numeracy literacy in a novel way. This community service activity takes the form of counseling and training, which can be divided into two categories: public lectures and guided exercises. Preparation, supplying tools and materials, implementation, and assessment are the processes that will be carried out in this activity in detail. Based on the outcomes of the activities, the implementation of this counseling activity proceeded successfully, and the activities were completed according to the timetable. Preparation, provision of tools and resources, implementation, and evaluation all went off without a hitch. The community service team supplied a response questionnaire relating to the activity's implementation to gauge the success of the activity, with the results of the activity's execution being excellent.